This qualitative study compares an "integrated" art program
with a "discipline-oriented" art program at the grade eight
level in two Ontario public schools. Data were collected
through ethnographic interview and observation. The
comparison is based upon the intentional, curricular, structural and evaluative dimensions of schooling as outlined
by Eisner (1991). The study indicates that integrative practices are complex and multi- dimensional. Integrated
outcomes occur and may be cultivated within a discipline-oriented school structure.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:BVAU.2429/3947 |
| Date | 11 1900 |
| Creators | Dyne, Karen Lea |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Relation | UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/] |
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